| Abstrakt: |
The article provides an analysis of the current problems of education in Switzerland. Based on the development of normative materials (national and cantonal levels), scientific research by foreign scientists (U. Bekolli, X. Bueler, U. Fredriksson, B. Getto, A. Gretler, T. Holzer, M. Keim, K. Maag-Merki, J. Zulliger) and generalization of the educational activities of practicing teachers (N. Boruvka, К. Кirr, R. Stuber) the Swiss education system is characterized, the latest trends and contradictions in its development are highlighted. In the course of the general historical and pedagogical discourse, it was emphasized that Switzerland has fundamental pedagogical traditions, which are reflected in the works of J. Pestalozzi (1746-1827), A. Ferrier (1841-1919), J.-Zh. Rousseau (1712-1778), E. Clavius (1837-1906). It has been established that modern education in Switzerland is decentralized and lies within the responsibility of cantons (administrative units), so certain features may exist in different regions of the country. However, the general principles of organizing the education system of the Swiss cantons are similar. Each canton establishes its own educational calendar, curriculum and didactic criteria. The basic structure of Swiss education includes the following levels: preschool education, primary education, secondary education (lower secondary education and upper secondary education), vocational education, higher education. One of the features of the education system in Switzerland is multilingualism. Four languages are officially recognized in the country: German, French, Italian and Romansh. Depending on the region, the language of instruction may differ. Foreign languages are highly valued in the Swiss education system. Most children and young people learn English and at least a second national language. It is also worth noting that the education system in Switzerland is quite flexible, there are different paths and programs that meet the needs of pupils and students with different educational goals and interests. It was found that the problems of education in Switzerland are studied by many scientists who specialize in the field of education, psychology and sociology. Among the most urgent problems of Swiss pedagogy, it is appropriate to single out the following aspects: digitalization of education and the impact of this process on the transformation of educational interaction between teacher and student, teacher and student (pedagogical creativity and cooperation in conditions of digitalization); organization of didactic communication in a multicultural and multilingual educational environment (approximately 25% of the population of Switzerland is made up of foreigners); professional development of teachers (lack of support for innovation, inflated expectations of society, instability of employment, etc.); application of labor education and productive work in the educational process; improvement of ties between educational institutions and basic enterprises, etc. [ABSTRACT FROM AUTHOR] |
